Lesson Plan – Virtual Communication
Course Title – Virtual Business
Session Title – Virtual Communication
Performance Objective:
 Upon completion of this lesson, the student will understand the communication tools
necessary for use in a virtual business.
Approximate Time:
When taught as written, this lesson should take four to five days to complete.
Specific Objectives:
 Students will understand the meaning of Web 2.0 tools.
 Students will be able to identify appropriate uses for different communication tools in
various business situations.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
The student analyzes an overview of starting and growing a virtual business office. The
student is expected to:

130.120(c)(1)(B)
list benefits afforded to virtual assistants and their clients
The student demonstrates online and off-line marketing, including establishing a web
presence. The student is expected to:





130.120(c)(2)(A)
create and design a website for a virtual business office;
130.120(c)(2)(B)
describe details of setting up a virtual business office;
130.120(c)(2)(C)
determine appropriate marketing and advertising of a virtual business office;
130.120(c)(2)(D)
describe steps to successfully market a virtual business office; and
130.120(c)(2)(E)
participate in leadership and career development activities
Interdisciplinary Correlations:
English:
110.33(b)(1)(A) – Reading/Vocabulary Development
…determine the meaning of grade-level technical academic English words in multiple
content areas (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek or other linguistic roots and affixes.
110.33(b)(1)(C) – Reading/Vocabulary Development
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…infer word meanings through the identification and analysis of analogies and other word
relationships.
110.33(b)(12)(B) – Reading/Media Literacy
…evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print
media, images, text, sound in electronic journalism) used in multi-layered media.
110.33(b)(12)(C) – Reading/Media Literacy
…evaluate the objectivity of coverage of the same event in various types of media.
110.33(b)(12)(D) – Reading/Media Literacy
…evaluate changes in formality and tone across various media for different audiences and
purposes.
Occupational Correlation (O*Net – http://www.onetonline.org/)
27-3031.00 - Public Relations Specialists
Similar Job Titles: Account Executive, Communications Director, Media Relations
Specialist
Tasks:



Consult with advertising agencies or staff to arrange promotional campaigns in all
types of media for products, organizations, or individuals
Prepare or edit organizational publications for internal and external audiences,
including employee newsletters and stockholders' reports
Study the objectives, promotional policies, or needs of organizations to develop
public relations strategies that will influence public opinion or promote ideas,
products, or services
Soft Skills:
Oral expression, written expression, written comprehension
Accommodations for Learning Differences:
It is important that lessons accommodate the needs of every learner. These lessons may
be modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website.
Teacher Preparation:
References:
1. Business Principles and Management, Everard Burrow, South-Western Thompson
Learning
2. Learning E-Commerce: Business Analysis and Design, Nancy Stevenson, DDC
Publishing
3. Start Your Own E-Business, Entrepreneur Magazine, Entrepreneur Press
4. Effective Small Business Management, Scarborough, Prentice Hall
5. http://blogs.edutech.nodak.edu/southwest/web-2-0-tools-for-business-education/
6. http://campusguides.library.vanderbilt.edu/content.php?pid=105763&sid=795388
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Instructional Aids:
1. “Virtual Communication” Presentation
2. “Media Solutions Chart” Assignment #1
3. “Media Solutions Chart” Assignment #1 Rubric
4. “The Social Networking Connection Presentation” Assignment #2
5. “The Social Networking Connection Presentation” Assignment #2 Rubric
6. “Web 2.0 Tools Brochure” Assignment #3
7. “Web 2.0 Tools Brochure” Assignment #3 Rubric
Materials Needed:
1. Poster board or flip chart paper
2. Markers
Equipment Needed:
1. Computers for students to complete projects
2. Projector for Presentation
Learner Preparation:
1. Ask students what they think a communication tool is. Pass out slips of paper and
have them write what they think of as one of these tools. Then have a student or
couple of students tally the results and write the results for each tool they mentioned
on the board.
Lesson Plan
Introduction (LSI Quadrant I)
1. Discuss with students the people that a virtual business owner has to communicate
with. This can include customers, a virtual business assistant, or suppliers, among
many other people. How does a business do this efficiently? Ask students if they
use any type of video voice calling to talk to their friends or family who live far away
so they can actually see them. Discuss how can businesses use this type of tool.
Important Terms for this Lesson:
 Virtual Communication – Communication using electronic means.
 Blog – ‘web log’, online journal where comments and opinions can be posted on a
regular basis.
 Wiki – A web site whose users can edit its content.
 Web 2.0 – The second generation of Internet which focuses on tools for
communicating and socializing online.
 Quick response code – Similar to a bar code, when scanned can provide information
about a business and/or its products or services.
Outline
Outline (LSI Quadrant II)
Instructors can use the presentation program/software, slides, handouts, and the Internet in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I.
Communication With . . .
A. Customers, and potential customers
B. Client
C. Employees
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3
Use presentation as
an aid.
While a virtual
D. Suppliers
E. Competitors
F. People contracted to outsource
functions
G. Virtual assistant
business owner may
work alone from his
home office, there
are many people
with whom he has to
remain in contact.
Ask students for
suggestions on who
he has to keep in
contact with.
II.
What is Web 2.0?
A. A term that refers to the second
generation of the Internet which focuses
on collaborating and interacting socially
online
B. Online tools that can also help with many
business functions
Web 2.0 is a recent
term that refers to a
collection of many of
today’s online
communication and
collaborative tools.
These tools are
essential to
conducting online
business.
III.
Types of Web 2.0 Communication Tools
A. Cell phones
1. a vehicle used for web 2.0 tools
2. can use apps. (applications) to
increase sales – provides easy
access to your site
3. text messaging for upcoming events
4. immediate communication, except for
voicemail
5. relatively low-cost communication
6. not intended for file transfer or large
audiences
B. Wireless web
1. wireless Internet connection
2. provides access to your business
3. any time, anywhere access
4. vehicle for web 2.0 tools
5. used extensively for document
transfers
C. Video conferencing
1. visual communication
2. real-time communication and live
meetings
3. options for low-cost services
The great number of
tools that exist can
be used for many
different purposes.
In this way
businesses and
individuals can
customize their
communication
based on the tools
they possess.
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Have students look
for a particular “app”
for a retail business
on their cell phone.
If it is a free app
have them
download it and look
at it. Does it look
like their web site
online? Also have
students look for
that business’s page
D.
E.
F.
G.
H.
I.
4. immediate communication
5. immediate decision-making
6. not intended for file transfers –
documents should be sent before
conferencing
Online surveys
1. to get customer feedback
2. obtain customer preferences
3. aid with product design
4. can help improve service
5. can put a deadline for responses
Email
1. to advise employees on procedures
and to direct others to perform a task
2. to provide a record of events and to
promote goodwill
3. to pass on information to a large
number of people
4. may not be opened or read
immediately
Social media
1. can build brand awareness
2. market products on social networking
sites
3. form of communication
4. customer reviews
QR codes
1. means Quick Response
2. similar to bar codes
3. contain data such as:
a. product information
b. contact information
c. web address
d. pricing information
4. provides information without file
transferring
Blogs – “web log”, online journal
1. customer comments about products
2. comments about customer service
3. status updates
4. employee comments and stories
5. and other information
6. can create interaction among people
Wikis
1. web site where users can edit the
content
Copyright © Texas Education Agency, 2012. All rights reserved.
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on a social
networking site. See
if there is a Quick
Response code on
their page. If the
students have a bar
code reader app,
have them scan the
QR code and report
on the information it
provides.
Videoconferencing
can get many
people together as if
they were all in the
same room. Online
surveys can help
improve customer
service and product
design. Email is
probably the most
common tool aside
from cell phones,
but it may not be
instantaneous
regarding response
time, but it does
provide
documentation.
Social media started
as a means of
personal
communication but
has evolved into
effective business
communication as
well. Quick
Response codes
are a way to gather
information quickly
without having to
access a company’s
web site. Blogs are
increasing in
popularity for
2. great for teamwork
3. creating marketing campaigns and
other projects
4. collaboration among employees
5. provide information for potential
customers
businesses because
they provide a forum
for customer
comments and
reviews. Wikis are
also popular
because people can
work together and
post their
information on a
web site that can be
updated by any user
that is a member of
the wiki.
Conduct Internet
searches with
students to
determine different
resources for all of
the tools listed in the
outline. Have
students record the
site URLs in a table.
IV. Activities Requiring Virtual Collaboration
Tools
A. Finance
1. online spreadsheet applications to
make sharing data easy
2. budgeting tools
3. tools for making investment decisions
4. credit tools
B. Human Resources
1. online recruiting tools
2. tools for bookmarking specific subject
matter areas to conduct research on
job trends
3. benefits information
4. performance reviews
5. training and career development
C. Sales
1. tools that can generate leads through
tracking web site traffic
2. tracks communication related to sales
3. customer outreach tools
Copyright © Texas Education Agency, 2012. All rights reserved.
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Some tools are
more appropriate for
certain business
activities than
others. Have
students research
some of the
activities on the left
and locate an online
tool that would be
appropriate for that
activity.
Survey students to
see how many of
them use folders,
binders, or sticky
notes to organize or
keep information or
data. Explain that
there are online
D. Organization
1. tools to collect resources
a. notebooks
b. binders
2. share resources with others
3. web-based bulletin board to post
notes and files
4. task management
a. calendars
b. task reminders
E. Business Projects
1. project-based collaboration
2. online task management
3. scheduling tools
4. time tracking
5. gantt charts
6. calendars
7. managing documents
tools where notes
can be kept and
documents can be
uploaded and
organized which can
lessen the amount
of paperwork
businesses deal
with on a regular
basis.
Ask students if they
have used a wiki for
a class project. The
advantage of a wiki
is that people who
are in different
locations can upload
their part of a
project to a wiki
where other
members can see it,
and then changes
can be made as
needed.
Copy and Paste Multiple Intelligences Graphic in appropriate place in left column.
Application
Guided Practice (LSI Quadrant III):
 Ask students how they communication with their friends and family. Write a list on
the board. Then ask how the school (which is a business) communicates with the
students. Write that list on the board. Some communication tools will be the same,
the point being that businesses are attempting to use some of the same tools that
the public uses because they think that it will increase the visibility of the business.
 Have students in pairs select a company (the teacher should check to see that there
are no duplicate companies) and research on the Internet the communication tools
that they use. Do they list an email address on their site? Do they have a page on a
social networking site? Do they use blogs? Try to find as many as possible.
Students should record their findings on a document. The teacher can assimilate the
information (or a student can do this) into a spreadsheet and create a chart to
visually represent which tools seem to be the most common with the businesses the
Copyright © Texas Education Agency, 2012. All rights reserved.
7
students have chosen.
Independent Practice (LSI Quadrant III):
 Media Solutions Chart Assignment #1 – Students will create a spreadsheet with
types of communication tools displayed on one axis and criteria (or situation)
displayed on another axis. The spreadsheet data itself should include how wellsuited the communication tool is for the situation. For example, if urgency is
important to the situation, would the medium of email or fax be more appropriate?
Another example is a customer complaint issue – would a blog be appropriate or a
phone call or email? Use indicators that identify most appropriate, average, or
inappropriate for each situation as it relates to each tool.
 The Social Networking Connection Presentation Assignment #2 – Students will
research the effect that social networking has had on business today. They will
create a presentation using presentation management software or an online
presentation web site that students can register for addressing the following topics
on different ‘slides’: 1) what general purposes businesses are using social media for,
2) the most common social networking sites, 3) benefits to business in using these
sites, and 4) a list of three businesses who are using social networking sites and
what they are specifically using them for.
 Web 2.0 Tools Brochure Assignment #3 – Students are to create a brochure that
displays at least five different Web 2.0 tools and at least two ways they would be
used for different business purposes. They are to clearly identify each tool with the
appropriate use of design principles. Identify one company for each tool. Students
are to use appropriate graphics, explanations, and labels for each of the tools.
Summary
Review (LSI Quadrants I and IV):
Q: What does Web 2.0 mean?
A: Web 2.0 refers to the second generation of Internet that focuses more on social
communication and collaboration.
Q: What is the importance of video conferencing?
A: Video conferencing can involve many people at one time, instant responses and
decision-making capabilities, and documents can be viewed together.
Q: How can Human Resources utilize Web 2.0 tools?
A: HR departments can use online recruiting tools, benefits tools, performance reviews,
and training and career development.
Q: What is an important use of Web 2.0 tools for sales purposes?
A: Web site traffic can be tracked and businesses can correspond with customers and
potential customers through email and blogs.
Q: What are some organizational tasks that can be completed online?
A: There are scheduling tools, task reminders, as well as online notebooks and binders.
Evaluation
Informal Assessment (LSI Quadrant III):
1. Instructor will observe students during Independent Practice.
2. Instructor will assist students as needed.
Formal Assessment (LSI Quadrants III and IV):
Use the assigned rubrics to evaluate the two Independent Practice Assignments (LSI
Quadrant III).
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8
Extension
Extension/Enrichment (LSI Quadrant IV):
1. Imagine you are starting your own business. Describe your communication plan
including who you would communicate with, the tools you would use, and your
purpose for using them. Write a one- to two-page report detailing your plan, properly
formatted and including section headings.
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Virtual Communication
Independent Practice Assignments



Media Solutions Chart Assignment #1 – Students will create a spreadsheet
with types of communication tools displayed on one axis and criteria (or situation)
displayed on another axis. The spreadsheet data itself should include how wellsuited the communication tool is for the situation. For example, if urgency is
important to the situation, would the medium of email or fax be more
appropriate? Another example is a customer complaint issue – would a blog be
appropriate or a phone call or email? Use indicators that identify most
appropriate, average, or inappropriate for each situation as it relates to each tool.
The Social Networking Connection Presentation Assignment #2 – Students
will research the effect that social networking has had on business today. They
will create a presentation using presentation management software or an online
presentation web site that students can register for addressing the following
topics on different ‘slides’: 1) what general purposes businesses are using social
media for, 2) the most common social networking sites, 3) benefits to business in
using these sites, and 4) a list of three businesses that are using social
networking sites and what they are specifically using them for.
Web 2.0 Tools Brochure Assignment #3 – Students are to create a brochure
that displays at least five different Web 2.0 tools and at least two ways they
would be used for different business purposes. They are to clearly identify each
tool with the appropriate use of design principles. Identify one company for each
tool. Students are to use appropriate graphics, explanations, and labels for each
of the tools.
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10
Virtual Communication
Media Solutions Chart Assignment #1
Student Name:
CATEGORY
________________________________________
20
15
5
Use of Class
Time
Used time well
during each class
period. Focused on
getting the project
done.
Used time well
during each class
period. Usually
focused on getting
the project done.
Used some of the
Did not use class
time well during each time to focus on the
class period. There project.
was some focus on
getting the project
done.
1
Required
Elements
The spreadsheet
includes all required
elements as well as
additional
information.
All required elements All but one of the
Several required
are included on the required elements is elements were
spreadsheet.
included on the
missing.
spreadsheet.
Attractiveness
The spreadsheet is
exceptionally
attractive in terms of
design, layout, and
neatness.
The spreadsheet is
attractive in terms of
design, layout, and
neatness.
The spreadsheet is
acceptably attractive
though it may be a
bit messy.
Mechanics
Capitalization and
punctuation are
correct throughout
the spreadsheet.
There is 1 error in
capitalization or
punctuation.
There are 2 errors in There are more than
capitalization or
two errors in
punctuation.
capitalization or
punctuation.
Knowledge
Gained
Student clearly
understands the
appropriateness of
the communication
tools with the
situations.
Student adequately
understands the
appropriateness of
the communication
tools with the
situations.
Student less than
adequately
understands the
appropriateness of
the communication
tools with the
situations.
The spreadsheet is
distractingly messy
or very poorly
designed. It is not
attractive.
Student appears to
have insufficient
understanding of
relating the tools to
the situations.
Total Score _____________
Maximum 100 Points
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11
Virtual Communication
The Social Networking Connection Presentation Assignment #2
Student Name:
CATEGORY
________________________________________
20
15
8
1
Content Accuracy
All content
throughout the
presentation is
accurate. There are
no factual errors.
Most of the content
is accurate but there
is one piece of
information that
might be inaccurate.
The content is
generally accurate,
but one piece of
information is clearly
flawed or inaccurate.
Content is typically
confusing or
contains more than
one factual error.
Sequencing of
Information
Information is
Most information is
Some information is There is no clear
organized in a clear, organized in a clear, logically sequenced. plan for the
logical way.
logical way.
organization of
information.
Text - Font
Choice and
Formatting
Font formats (e.g.,
color, bold, italic)
have been carefully
planned to enhance
readability and
content.
Font formats have
been carefully
planned to enhance
readability.
Effectiveness
Project includes all
material needed to
gain a comfortable
understanding of the
topic.
Project includes
Project is missing
most material
more than two key
needed to gain a
elements.
comfortable
understanding of the
material but is
lacking one or two
key elements.
Project is lacking
several key
elements and has
inaccuracies.
Spelling and
Grammar
Presentation has no
misspellings or
grammatical errors.
Presentation has one
to two misspellings,
but no grammatical
errors.
Presentation has
more than two
grammatical and/or
spelling errors.
Font formatting has
been carefully
planned to
complement the
content. It may be a
little difficult to read.
Presentation has
one to two
grammatical errors
but no misspellings.
Font formatting
makes it very difficult
to read the material.
Total Score _____________
Maximum 100 Points
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12
Virtual Communication
Web 2.0 Tools Brochure Assignment #3
Student Name:
________________________________________
CATEGORY
20
15
Attractiveness
and Organization
The brochure has
exceptionally
attractive formatting
and well-organized
information.
The brochure has
The brochure has
attractive formatting well-organized
and well-organized information.
information.
The brochure\'s
formatting and
organization of
material are
confusing to the
reader.
Spelling &
Proofreading
No spelling errors.
No more than one
spelling error.
No more than three
spelling errors.
Several spelling
errors in the
brochure.
Content Accuracy
All facts in the
brochure are
accurate.
99-90% of the facts
in the brochure are
accurate.
89-80% of the facts
in the brochure are
accurate.
Fewer than 80% of
the facts in the
brochure are
accurate.
Graphics go well
with the text and
with the text, but
there is a good mix there are so many
of text and graphics. that they distract
from the text.
Graphics go well
with the text, but
there are too few
and the brochure
seems \"textheavy\".
Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.
Student
demonstrates
exceptional
understanding of
Web 2.0 tools.
Student
demonstrates less
than adequate
understanding of
Web 2.0 tools.
Student
demonstrates little, if
any, understanding
of Web 2.0 tools.
Graphics/Pictures Graphics go well
Knowledge
Gained
Student
demonstrates
adequate
understanding of
Web 2.0 tools.
8
1
Total Score _____________
Maximum 100 Points
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13